Add to ORKGWe present a qualitative study aiming at investigating secondary school teachers’ Mathematical Knowledge for Teaching regarding the dense ordering of rational numbers. Fifteen secondary math teachers were asked to evaluate the responses of hypothetical students, explain students’ thinking, and give feedback. The accuracy of the evaluation, the quality of the explanation, and the use of counterexamples were examined. The results showed shortcomings in various categories of Mathematical Knowledge for Teaching, such as Common Content Knowledge and Specialized Content Knowledge, Knowledge of Content and Students and Knowledge of Content and Teaching
The goal of this study is to align teachers’ Mathematical Knowledge for Teaching (MKT) with their cl...
In mathematics education, teacher knowledge matters. However, the amount, type and nature of knowled...
AbstractOne of the important components that shape both the pedagogical and mathematical content kno...
Rational numbers are amongst the most difficult topics in the elementary and secondary school curric...
Recognising teachers’ knowledge as one of the main factors influencing their practices and student l...
The study investigated the competence of elementary mathematics teachers’ knowledge of students abou...
This study replicates and extends a previous study (Nathan \u26 Petrosino, 2003) that explored the r...
This study focuses on the knowledge and beliefs about mathematics and the teaching of mathematics he...
The aim of this qualitative case study is to investigate prospective mathematics teachers’ sub...
The rational number domain is typically a difficult curricular domain for elementary school students...
Like Zazkis and Mamolo (2011), we uphold the premise that a solid knowledge of advanced mathematics...
The teaching of probability is conditioned by teachers’ mathematical knowledge. In this paper, an ex...
Teaching requires both knowing and doing. This dissertation helps bridge between research on teacher...
Effective secondary mathematics teachers possess particular forms of mathematical content knowledge ...
This paper addresses the study of teachers’ knowledge, beliefs, conceptions and practices, presentin...
The goal of this study is to align teachers’ Mathematical Knowledge for Teaching (MKT) with their cl...
In mathematics education, teacher knowledge matters. However, the amount, type and nature of knowled...
AbstractOne of the important components that shape both the pedagogical and mathematical content kno...
Rational numbers are amongst the most difficult topics in the elementary and secondary school curric...
Recognising teachers’ knowledge as one of the main factors influencing their practices and student l...
The study investigated the competence of elementary mathematics teachers’ knowledge of students abou...
This study replicates and extends a previous study (Nathan \u26 Petrosino, 2003) that explored the r...
This study focuses on the knowledge and beliefs about mathematics and the teaching of mathematics he...
The aim of this qualitative case study is to investigate prospective mathematics teachers’ sub...
The rational number domain is typically a difficult curricular domain for elementary school students...
Like Zazkis and Mamolo (2011), we uphold the premise that a solid knowledge of advanced mathematics...
The teaching of probability is conditioned by teachers’ mathematical knowledge. In this paper, an ex...
Teaching requires both knowing and doing. This dissertation helps bridge between research on teacher...
Effective secondary mathematics teachers possess particular forms of mathematical content knowledge ...
This paper addresses the study of teachers’ knowledge, beliefs, conceptions and practices, presentin...
The goal of this study is to align teachers’ Mathematical Knowledge for Teaching (MKT) with their cl...
In mathematics education, teacher knowledge matters. However, the amount, type and nature of knowled...
AbstractOne of the important components that shape both the pedagogical and mathematical content kno...